DEVELOPING DIGITAL COMIC AS TEACHING MEDIA IN WRITING SKILL AT VOCATIONAL
SCHOOL
A THESIS
Submitted to State Islamic University of Sultan Syarif Kasim Riau in partial fulfillment of the requirements for the degree of Magister in English
Education
By:
KARTIKA APRIOLA SIN. 22090122352
POSTGRADUATE PROGRAM STATE ISLAMIC UNIVERSITY OF
SULTAN SYARIF KASIM RIAU 1444 H/2023 M
i
ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin, in the name of Allah, the most gracious and the most merciful, praise belongs to Allah Almighty, the Lord of the Universe.
Through His guidance and His blessing, the writer finally completed this academic requirement. Sholawat and Salam are addressed to the Prophet Muhammad his family, his companion and his followers. This thesis is written and intended to submit in partial of the requirements for the Magister Program in English Education concentration at the Postgraduate Program of State Islamic University Sultan Syarif Kasim Riau. The thesis is entitled “Developing Digital Comic as Teaching Media in Writing Skill at Vocational School”.
In conducting the research and finishing this thesis the researcher got a suggestion, encouragements, motivation, and support from many sides. Therefore in this chance, the writer would like to express the great thanks to those who given a lot of things and sincere thanks to my beloved parents Sumitra (Alm.) and Syafanet Rasyid, BA who prayed me all day and night long. My beloved brother Melki Aopisya and thank for everything my sweet family. I believe that the writing up of this final project could not be completed without any help of others whose names cannot be mentioned one by one. Therefore, I would like to extend the gratitude and appreciation to the following persons:
1. Prof. Dr. Hairunas, M.Ag, the Rector of State Islamic University of Sultan Syarif Kasim Riau
2. Prof. Dr. Ilyas Husti, MA, the Director of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau.
3. Dr. Alwizar, M.Ag, the Chairperson of Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau and all staffs for the kindness, services and advices during the writer’s accomplishment of this thesis.
ii
4. Dr. Nur Aisyah Zulkifli, S.Pd.I, M.Pd as the first supervisor who has given valuable time to correction, assistance, guidance, and suggestion from the very early stage of this research.
5. Dr. Dodi Settiawan, M.Pd as the second supervisor who had the responsibility for his patiences in providing guidance, helpful, correction and suggestion.
6. All lectures of English Education Department and staff of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau who have not only giving valuable knowledge but also giving insight, values, information, and motivation.
7. Muhammad Faisal, S.Pd, the headmaster, Dhewi Astuti, S.Pd, Gr. The English of first grade at SMK Telkom Pekanbaru and staffs who have given permission, cooperation and kindness during the writer took the data.
8. Hasnan Habib, S. Sos, my husband. Thank you for your support, understanding and permission to continue school again.
9. Anindia Rizka Habibie and Adinda Meisya Habibie, my children who already understand, give full support for me and always accompany me in every process that has been passed.
10. My best friends, thanks for your help and support to me. Then, Triana Ramda, M.Pd and Ivo Utari Tarigan, M.Pd. I said thanks so much for your support and advice and also motivation to be better
11. My classmates of Regular System Class, Fadhilatull Huda, Anankda Putri, Lelita Apriyani Sitompul, Shindy Yuniari, seniors and juniors of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau
12. All people who have the participation for their attention, cooperation, pray, love and motivation to complete this thesis as soon as possible. May Allah almight bless them all. Aamiin Ya Rabbal’alamiin,
iii
Finally, the writer realizes that this graduating paper is still far from being perfect. Therefore, constructive comments, critiques, and suggestions are appreciated very much. Hopefully, this thesis could provide useful knowledge and information for the readers.
Pekanbaru, December 26th, 2022 Writer,
Kartika Apriola NIM. 22090122352
iv
TABLE OF CONTENT
SUPERVISOR APPROVAL SHEETS APPROVAL SHEET
STATEMENT OF ACADEMIC INTEGRITY
ACKNOWLEDGEMENTS ... i
TABLE OF CONTENT ... iv
LIST OF TABLE ... vi
LIST OF FIGURE ... vii
LIST APPENDIX ... ix
TRANSLITERATION GUIDELINES ... x
ABSTRACT ... xiii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problems ... 14
C. The Formulation of the Problem ... 14
D. Purpose of the Study ... 15
E. Product Specification ... 15
F. Assumption and Limitation of the Study ... 16
G. Definition of the Key Terms ... 17
CHAPTER II LITERATURE REVIEW A. Review of Related Theories ... 18
1. Teaching English for Vocational School ... 18
2. Teaching Writing at Vocational School ... 22
3. Teaching Media ... 24
4. Digital Comic as Media in Writing English ... 34
B. An Overview Instructional Development Model ... 43
C. Conceptual Framework ... 44
CHAPTER III RESEARCH METHOD A. Model of Development Research ... 47
B. Research Procedure ... 48
C. Data Collection Technique ... 56
D. Data Analysis Technique ... 65
v
CHAPTER IV DEVELOPMENT RESULT AND DISCUSSION
A. The Development Result ... 69
1. Media needed by Students and Teacher in Writing for Learning English69 2. Design Digital Comic ... 77
3. Validity of Digital Comic Media from the Expert ... 94
4. The Practicality of Digital Comic Media ... 101
B. Discussion ... 111
C. Study of Final Media ... 117
E. Delimitation of the Study ... 118
CHAPTER V CONCLUSION, IMPLICATION, RECOMMENDATION A. Conclusion ... 120
B. Implication ... 121
C. Recommendation ... 122
REFERENCES ... 123 APPENDIXES
vi
LIST OF TABLE
Table 3.1 Assessment Aspect of Validation Format of Digital Comic Media ... 58
Table 3.2 Assessment Aspect of Validation Format of Digital Comic Material ... 59
Table 3.3 Assessment Aspect of General Information in Module Learning ... 60
Table 3.4 Assessment Aspect of Validation Format of Teaching Module Content . 61 Table 3.5 Assessment Aspect of Practicality ... 64
Table 3.6 Likert Scale... 65
Table 3.7 Practicality Category ... 67
Table 4.1 Students’ Need Analysis of Digital Comic ... 69
Table 4.2 The Results of Students Assessments as Users of Media Digital Comic Design ... 91
Table 4.3 Validation of Expert Judgment of Digital Comic Development ... 97
Table 4.4 Practicality of Students Respon ... 100
Table 4.5 Effectiveness of Digital Comic according to Students’ Perception ... 102
Table 4.6 Students Response of Design Questionnaire ... 104
Table 4.7 Students Response of Development Questionnaire ... 105
Table 4.8 Students Response of Implementation Questionnaire ... 106
Table 4.9 Students Response of Questionnaire Evaluation ... 107 Table 4.10 Recapitulation Result of Student Response each Model Development . 108
vii
LIST OF FIGURE
Figure 2.1 Conceptual Framework about Developing Digital Comic as Teaching
Media in Writing Skill ... 45
Figure 3.1 Development Procedure Using ADDIE Model by Robert Maribe Branch ... 47
Figure 3.2 ADDIE Media Development ... 54
Figure 4.1 Laptop ... 76
Figure 4.2 Adobe Photoshop CC ... 77
Figure 4.3 Corel Draw Graphic Suite ... 77
Figure 4.4 Medibang Paint for Windows ... 78
Figure 4.5 Medibang Paint for Android ... 79
Figure 4.6 Adobe Animate ... 79
Figure 4.7 Example Manual Sketches of Bawang Merah Bawang Putih ... 80
Figure 4.8 Example Manual Sketches of Malin Kundang ... 81
Figure 4.9 Medibang Paint Sketches ... 81
Figure 4.10 Compiling ... 82
Figure 4.11 Compiling Process ... 82
Figure 4.12 Format Picture Bawang Merah Bawang Putih (.jpg) ... 83
Figure 4.13 Format Picture Malin Kundang (.jpg) ... 83
Figure 4.14 Cover of Digital Comic ... 85
Figure 4.15 The Page Containing Learning Outcomes, Time Allocation, Learning Objectives, Skills and Description about Narrative ... 85
Figure 4.16 Description, Title and Instruction ... 86
Figure 4.17 Initial Menu Display FlipHTML5 ... 86
Figure 4.18 Screen Display for Uploading pdf Data File ... 87
viii
Figure 4.19 Book Info View ... 87
Figure 4.20 Templete View ... 88
Figure 4.21 The System Theme display ... 88
Figure 4.22 The Dynamic Scenes display ... 89
Figure 4.23 The Design of Background Sound ... 89
Figure 4.24 Cover Display ... 90
Figure 4.25 The Display before Revision ... 94
Figure 4.26 The Display after Revision ... 95
Figure 4.27 The Display of Background Sound of Digital Comic ... 95
ix
LIST OF APPENDIXES:
Appendix 1 Digital Comic Media
Appendix 2 Module for Teaching Narrative Text
Appendix 3 Self – Evaluation of Developing Digital Comic Media Appendix 4 Validation from Language Assessment Expert
Appendix 5 Validation from Media and Material Expert Appendix 6 Validation from Curriculum Development Expert Appendix 7 Questionnaire
Appendix 8 The Findings of the Students Needs Analysis Appendix 9 The Findings of the Teacher Needs Analysis Appendix 10 Frequency Result of ADDIE Model Development
Appendix 11 Descriptive Statistic of ADDIE Model Development and Practicality of Digital Comic Media
Appendix 12 The Validity of Digital Comic Media
Appendix 13 Documentation of Validator and Practicality Process
x
TRANSLITERATION GUIDELINES
1. Single Consonant
Arabic Alphabet Name Latin Alphabet
ﺍ Alif A
ﺏ Ba B
ﺕ Ta T
ﺙ Tsa Ts
ﺝ Jim J
ﺡ Ha H
ﺥ Kha Kh
ﺪ Da D
ﺬ Dzal Dz
ﺮ Ra R
ﺰ Zai Z
ﺱ Sin S
ﺵ Syin Sy
ﺹ Shad Sh
ﺽ Dhad Dh
ﻁ Tha Th
ﻅ Zha Zh
ﻉ ‘ain ‘
xi
ﻍ Ghain Gh
ﻑ Fa F
ﻕ Qaf Q
ﻙ Kaf K
ﻝ Lam L
ﻡ Mim M
ﻥ Nun N
ﻭ Waw W
ﻩ Ha H
ﺀ Hamzah ‘
ﻱ Ya Y
2. Double Consonant
The double consonant is written double, for instance
هماعلا
written al-ammah.3. Short Vowel
Fathah is written a, for instance
ةعيﺮش
(Syari’ah), Kasrah is written i, for instanceﻝابجلﺍ
(al-Jibali) and dhommah is written u, forامولﻅ
instance (zhuluman).4. Double Vowel
ﻭﺍ
is written aw, ﺍﻭ
is written uw, ﺍﻱ
is written ay, andﻱﺍ
is written i.xii 5. Ta’ Marbuthah
The stopped Ta’ Marbuthat in the last verse h, for instance
ةعيﺮشلﺍ
is written syaria’ah, unless it has been taken into the Indonesian standard, for instancemayit. However, when it is read out, it is written t, for instance al-maytatu in Arabic:
ةتيملﺍ
6. Article Alif Lam
The article Alif Lam followed by Qomariyah dan Syamsiah letters is written al, for instance
ملسملﺍ
is writtenal-Muslimu, un less when it is the name of person followed by the word Allah, for instance, ‘Abdullah)اللهﺪبع(
.7. Capittal Letter
The capitalization is adjusted with the enhanced Indonesian spelling.
xiii ABSTRACT
KARTIKA APRIOLA, (2022): “Developing Digital Comic as Teaching Media in Writing Skill at Vocational School”
This research is a type of development research (R&D). This research was developed using the ADDIE development model, namely 1) analyze, 2) design, 3) development, 4) implementation, 5) evaluation. Data collection techniques used by interviews and questionnaires. This research was conducted because of the teacher's limitations in making manual images as learning media. Along with the development of technology, many teachers have used technology in the learning process. So, that's why the researchers made learning media in the form of digital comics in learning writing skills that students can access through the FlipHTML5 application. The objectives of this study were 1) to find out the needs analysis of students and teacher in writing skills, 2) to design digital comic media, 3) to know the validity of digital comic media and 4) to know the practicality of digital comic teaching media. Based on validation by media and material experts, as well as curriculum development experts it produces V value of 0.914 > 0.800, which is placed in the equivalent category. Besides that, 80.60% of students agreed that digital comic media is practical. The results of the validation show that learning media products are feasible to be tested on students. Thus, comic digital learning media products made by researchers are suitable for use in the learning process of writing skills
Keywords: Digital comics, writing skills, vocational school, ADDIE.
xiv ABSTRAK
KARTIKA APRIOLA, (2022): “Pengembangan Komik Digital sebagai Media Pembelajaran dalam Keterampilan Menulis di Sekolah Kejuruan”
Penelitian ini merupakan jenis penelitian riset dan pengembangan (R&D).
Penelitian ini dikembangkan menggunakan model pengembangan ADDIE, yaitu1) analyze, 2) design, 3) development, 4) implemention, 5) evaluation. Teknik pengambilan data yang digunakan dengan wawancara dan kuesioner. Penelitian ini dilakukan karena keterbatasan guru dalam membuat gambar manual sebagai media pembelajaran dan juga hasil dari wawancara analisis kebutuhan siswa dan guru pada keterampilan menulis. Seiring dengan perkembangan teknologi sudah banyak guru yang memanfaatkan teknologi dalam proses pembelajaran. Maka oleh sebab itu peneliti membuat media pembelajaran berupa digital komik dalam pembelajaran keterampilan menulis yang dapat di akses siswa lewat aplikasi FlipHTML5. Adapun tujuan penelitian ini yaitu 1) mengetahui analisis kebutuhan siswa dan guru dalam keterampilan menulis, 2) mendesign media digital komik , 3) mengetahui validiti dari media digital komik dan 4) mengetahui praktikaliti dari sebuah media ajar digital komik. Berdasarkan validasi oleh ahli media dan material, serta ahli pengembangan kurikulum menghasilkan nilai V Aiken 0,914 >
0,800, yang ditempatkan pada kategori ekuivalen. Disamping itu, 80,60% siswa setuju media digital komik bersifat praktis. Hasil validasi menunjukan produk media pembelajaran layak diujicobakan pada siswa. Dengan demikian produk media pembelajaran digital komik yang dibuat oleh peneliti layak digunakan dalam proses pembelajaran keterampilan menulis.
Kata Kunci : Digital komik, keterampilan menulis, sekolah kejuruan, ADDIE.
xv
ثحبلﺍ صلختسم
( ،لاويﺮفأ اكيتراك 2022
" :) ريوطت صصقلا
ةروصملا ةيمقرلا
ةليسو ةيميلعت
يف راهم ة ةباتكلا يف
سرادملا ةينهملا
"
ﺪعي ﺍﺬه ثحبلﺍ ﻱﺮيوطت ثحب
(
R&D
.) مت لﺍ انه ﺮيوطت ليدوم ىلع
ADDIE
ثيحب ﺝرﺪني يلي ام هتحت
: 1 ) ليلحتلﺍ
، 2 ) ميمصتلﺍ
، 3 ) ﺮيوطتلﺍ
، 4 ) ﺬيفنتلﺍ
،
5 ) مييقتلﺍ . ﺬخأ ةقيﺮﻁ امأ ﺕانايبلﺍ
ةلباقملابف ةمﺪختسملﺍ ةنابتسلاﺍﻭ
لمُع . ﺍﺬه
ثحبلﺍ ببسب
ةيدﻭﺪحم ملﺍ
ﻥولعجي نيﺬلﺍ نيسرﺪ ﺕاموسﺮلﺍ
ةيﻭﺪيلﺍ ةليسﻭ
ةيميلعت
كلﺬكﻭ جئاتن
ةلباقملﺍ يتلﺍ
للحت ﺕاجايتحﺍ ﺬيملاتلﺍ
نيسرﺪملﺍﻭ ىلع
ةراهم ةباتكلﺍ .
ابنج ىلإ بنج عم روطت ايجولونكتلﺍ
، ﺮيثكلﺍ لمعتسﺍ نم
نيسرﺪملﺍ ايجولونكتلﺍ
يف ةيلمع سيرﺪتلﺍ .
كلﺬل
، عنصت ةثحابلﺍ ةليسﻭ
ميلعتلﺍ يف
لكش ﺮيتاكيراك يمقر
يف ميلعت ةراهم ةباتكلﺍ
يتلﺍ نكمي ﺬيملاتلل ﻝوصولﺍ
اهيلإ نم ﻝلاخ قيبطت
FlipHTML5
. ﻑﺍﺪهأ ﺍﺬه
ثحبلﺍ ينعت
1 ) ةفﺮعم ليلحت
ﺕاجايتحﺍ ﺬيملاتلﺍ
نيسرﺪملﺍﻭ يف
ةراهم ةباتكلﺍ
، 2 ) ميمصت لئاسولﺍ
ةروصملﺍ ةيمقﺮلﺍ
، 3 ) ةفﺮعم
ةيحلاص لئاسولﺍ
ةروصملﺍ ةيمقﺮلﺍ
ﻭ 4 ) ةفﺮعم قيبطتلﺍ
يلمعلﺍ ةليسول
سيرﺪت
صصقلﺍ ةروصملﺍ
ةيمقﺮلﺍ .
ءانب ىلع ققحتلﺍ نم
ةحص ﺮيبخ
ةيميلعتلﺍ لئاسولﺍ
دﺍوملﺍﺮيبخﻭ
، ةفاضلإاب ىلإ
ءﺍﺮبخ ﺮيوطت
جهانملﺍ
، ﺍوجتنأ ةميق
V Aiken
يه
0.914
<
0.800
، يتلﺍﻭ مت اهعضﻭ يف
ةئفلﺍ ةئفاكملﺍ .
ةفاضلإاب ىلإ
كلذ
،
قفﺍوي 80.60 ٪
نم لﺍ ﺬيملات ىلع ﻥأ ةليسﻭ يه ةمقﺮلﺍ ةروصملﺍ صصقلﺍ ةيلمع
.
ﺮيشت ةجيتن تلﺍ قح ي ق ةجتنملﺍ ةيقﺍﺪصمل ىلإ
ﻥأ لئاسولاك ةجتنملﺍ ﻩﺬه ةيميلعتلﺍ
قحتست رابتخلاﺍ
ىلع ﺬيملاتلﺍ .
،يلاتلابﻭ ﻥإف
لئاسولﺍ ةجتنم لعتلﺍ
ي م ةي ةيمقﺮلﺍ يتلﺍ
هعﺪبأ ا ثحابلﺍ ة ةبسانم ﻡﺍﺪختسلال
يف ةيلمع لعت ي م ةراهم ةباتكلﺍ .
،ةباتكلﺍ ةراهم ،ةيمقﺮلﺍ ةروصملﺍ ةصقلﺍ : ةيساسلأﺍ ﺕاملكلﺍ ةسرﺪملﺍ SMK
،ةينهملﺍ
ADDIE
1 CHAPTER 1 INTRODUCTION
A. Background of The Study
Expression of thought and feeling can be accomplished through the process of writing. The ability to write is a productive skill that requires the writer to generate language rather than merely receive it (Spratt, 2005). Students are given the opportunity to learn all of the rules of their language through writing, as well as how to use those rules to more effectively organize and convey their ideas through the medium of that language. It implies that the students are able to communicate their feelings through written expression if they write about them (Harmer, 2001). Students gain an advantage in communicating their thoughts and feelings to their peers and teachers when they write because they can anticipate their readers' presumptions. Additionally, writing has been shown to significantly increase students' recall of information as well as their overall.
Writing is often seen from a single angle, one that emphasizes the need of teaching various text types using correct grammar and structure. However, writing in this context may be viewed from a different viewpoint. It's not only a finished product; it's also a process. Cohen (1990) claims that writing is an activity that places an emphasis on a process in which the final product is the culmination of a number of steps. It is possible for us to draw the conclusion that the purpose of the writing process is to provide students or other learners with more opportunities to learn how to produce final products by going through a series of steps, also known as stages of writing.
The process of teaching writing comes with its own set of difficulties, as it involves a variety of steps and prerequisites that educators need to be prepared to fulfill in the classroom. According to Ariyanti (2016), before one can become proficient in writing in English, one must first comprehend the purpose of writing, particularly the purpose of the writing training that is provided in the classroom by teachers. When working with students who are learning English as a foreign language (EFL), teachers cannot always rely on traditional methods of teaching writing, such as requesting that students compose one or two paragraphs on a certain subject. Moreover, according to Lestari (2008), the traditional approach to teaching writing is for the instructor to provide a topic to the students, and then the students are responsible for producing a paper on that topic. In line with my opinion that teaching writing entails more than just doing the task in its traditional form. It can't only gather the children's finished work without first providing them with a chance to observe the writing process from start to finish.
In addition, writing is considered an essential language skill that students, especially those enrolled in vocational schools, must acquire as part of the curriculum. When a teacher imparts their writing expertise to a class of pupils, they are engaging in the process of teaching writing. To ensure that her children learn proper writing mechanics, the instructor takes various measures. Writing instruction in the EFL classroom requires teachers to be well-versed in strategies for improving their students' writing before, during, and after class, as demonstrated by research by Rahayu (2011). Teachers that focus on writing in the
classroom need to be effective facilitators and guides for their students if they want to see solid gains in student writing.
In Merdeka Curriculum, students at the vocational school level are expected to have the writing skills outlined, which include the ability to compose a basic paragraph about something from daily life or that relates to a current event.
The desired outcome is for the students to be able to articulate their own thoughts in a way that is coherent and well-organized, to use proper spelling and punctuation, and to employ standard English grammar.
Students still struggle to become proficient writers, despite the fact that they understand its importance. Since Bahasa and English differ in a number of important ways, including their structural and grammatical words and styles, it can be challenging for students of both languages to become proficient writers.
On the basis of preliminary study, it was determined that vocational school students in Pekanbaru encounter challenges. Some pupils had difficulty when given an English writing assignment. The students did not know how to begin writing, they had trouble generating ideas, they lacked knowledge of the components of good writing, they spent a great deal of time considering what they had to write, they did not use correct grammar, and they lacked understanding of the topic assigned by the teacher. In addition, Syakir (2003) reports that the students' writing difficulties are caused by a lack of vocabulary, a lack of knowledge of English syntax, and a lack of experience. In addition, the teacher's methodology or method for teaching writing is not diversified, resulting in bored and unmotivated pupils.
Teaching writing for a teacher is not easy. It is because students have different characteristics. Some professionals have determined crucial student qualities that must be taken into account throughout the teaching process. Brown (2001) found that kids had a very limited ability to focus. A student's attention span is just around fifteen minutes, he said. Cameron (2005), who expresses very similar sentiments, argues that children are prone to boredom in the classroom.
Furthermore, when students believe that the lesson is uninteresting, they will shift their attention elsewhere. Occasionally, they will begin to converse with themselves and ignore the teacher. This situation occurs because pupils are extremely creative (Halliwell, 1993). Because they have the ability to visualize their imagination, pupils like listening to stories. In addition, seeing, feeling, and hearing are equally significant to kids as the teacher's explanation, and they like playing games very much (Harmer, 2007). Therefore, in order for students to be able to concentrate and enjoy the lesson, English teachers should present learners with engaging activities that allow for interaction. It is crucial that young students like the lessons since they will learn more effectively when they are pleased and having a good time (Scott & Y.treberg, 2000).
It is clear that providing students with engaging teaching and learning activities is crucial, given the aforementioned description of students. Writing instruction through various forms of media can be an engaging experience for pupils. Teachers of English to children, who are prone to boredom, need to be innovative in their lesson planning. Providing engaging teaching material is one thing English teachers may do to make their classes more enjoyable for students.
It's well accepted that visual and narrative forms of educational media have a special place in the hearts of young students. However, matching a medium with a learning purpose is not a simple task. The most reliable method of obtaining relevant material is to design it yourself.
Based on the Merdeka Curriculum at the end of phase E, students use spoken, written and visual texts in English to communicate according to the situation, purpose and audience/reader. Various types of texts such as narrative, description, procedure, exposition, recount, report and original text are the main references in learning English in this phase. Students use English to convey wishes/feelings and discuss topics that are close to their daily lives or hot issues according to the age of the students in this phase. They read written texts to learn something/get information. Implicit inference skills when understanding information, in English begin to develop. Students produce more diverse written and visual texts, with an awareness of the goals and target audience.
While learning objective especially on writing skills at the end of Stage E, students are able to write various types of fiction and non-fiction texts, through guided activities, demonstrating students' awareness of the goals and objectives of the reader. They plan, write, review, and rewrite various types of text by demonstrating self-correction strategies, including punctuation and capitalization.
They convey ideas using common vocabulary and verbs in their writing. They present information using a variety of presentation modes to suit readers/audiences and to achieve different goals, in print and digital form.
A narrative is any discourse that tells a story, whether orally or in writing (Anderson, 1997). A narrative text, as defined by Rebecca (2010), is one that describes a chain of events that occur as a result of other events or are experienced by the protagonist. In addition, a narrative text is one that can both entertain its audience and impart a valuable lesson to its readers or listeners. The narrative text structure includes the introduction, conflict, and conclusion (Djatmika &
Wulandari, 2013).
Story writing is another challenging area for students. Therefore, English teachers must innovate in order to assist their students in developing their academic potential (Kharisma, 2009). In order to aid students who struggle with narrative writing, the use of digital comics is recommended (Yunus et al., 2015).
According to Yunus et al. (2015), digital comics can motivate students to write.
Students can work together effectively in groups by using digital comics as a means of communication and collaboration. Because of this, students' linguistic abilities may improve.
Moreover, comics have long been used in English as a foreign language (EFL) classrooms because of the narrative value inherent in the sequential art form. This form of media can be used effectively to jumpstart students' imaginations. Comics are a type of visual storytelling that uses sequential static images to tell a narrative. In most cases, comics are published in print, and the text is frequently integrated into the artwork (Yunus, et al., 2012).
Contrary to popular belief, however, comics' use in the classroom dates back quite a ways. Numerous academic studies conducted in the United States
beginning in the 1940s have concluded that comic books offer no real advantages.
Furthermore, comics were argued to be counterproductive as a means of education. When Art Spiegelman's graphic novel Maus was awarded the Pulitzer Prize in 1992, it sparked a renewed interest in the classroom use of comic books.
That it is possible to produce works of literary and artistic maturity is demonstrated (Retalis as cited in Yunus et al., 2012). As it turns out, comics can be a very effective tool for ESL instructors. Students tend to be engaged by the comics' pictures. Instinctively, kids love comics because of all the fun and excitement it brings them. To take advantage of the extraordinary motivating power of this media, comics can inadvertently inspire students to study.
In addition, comics are recognized as an ever-present visual element, in contrast to film and animation, where the pace of viewing is determined by the medium. Also permanent, but not 'pictorial,' is the text medium. Comics are unique in that the reader determines the pace of time within the book. This concept, called "visual permanence," is what makes comics so captivating (Willian & Yang, as cited in Yunus et al., 2012). Garcia, cited by Gonzalez (2016), argues that using comics in the classroom has some benefits, particularly in the foreign language classroom because comics can provide different content, including phonetic-phonological, linguistic or grammatical, lexical-semantic, pragmatic and communicative, cultural and strategic. Even though comics only have a few words and a few pictures, they can be used to teach grammatical concepts. Comics can be used to teach students five different skills: listening, reading comprehension, oral interaction, speaking, and writing. Comics, as a
visual form of communication, have the potential to be used in the instruction of both receptive and productive skills. Finally, it's entertaining for the people who will benefit most from the playful element that promotes learning through play.
Consequently, it greatly encourages students to use these forms of media for educational purposes.
As a result, a technologically-generated digital comic is a great tool for imparting knowledge of the English short story. Short stories, which are works of fiction that are less than a novel in length, have been shown to improve reading comprehension, vocabulary, writing ability, and motivation (Parkinson & Reid Thomas, cited in Khatib & Nasrollahi, 2012). When using a digital comic to teach a short story in English, teachers can more easily tap into their students' imaginations to come up with engaging, out-of-the-ordinary material. It makes learning easier for students and is permanent. The use of digital comics has been shown to improve students' motivation, creativity, and memory retention (Jylhä- Laide, as cited in Wilujeng & Lan, 2015).
González (2016) found that using comics as a visual literacy resource to prove vocabulary learning, particularly of action verbs, is beneficial for students.
This research demonstrates that the use of digital comics can improve students' levels of creativity, their outlook on their English classes, and their motivation to achieve good grades. Digital comics' image-making capabilities make for an interesting visual platform for teaching and learning. Digital comics are ideally suited to the teaching of English short stories in narrative text because they allow teachers the freedom to express their own creativity in the design of pictures.
Using digital comics to teach short stories in English is an engaging method of instruction. The students' ability to use their own creativity and contribute to the lesson will also be bolstered.
Students are also asked to make educated guesses about the plot and describe the characters' facial expressions. Through this exercise, students are prompted to provide their own justifications for the facial expressions depicted in the comics. The results also indicate that this activity encourages student participation in class. Since one of the main goals of ESL is to improve students' ability to communicate, reading and writing short stories based on comics can be a great way to get students excited about writing in English.
In order to have a fruitful conversation about how to design and create a digital comic, it's important to first define what a digital comic is. When translated literally, this means that a "comic digital" is "a series of pictures inside boxes that tell a story" (Liu, 2004). A story and some images are required to create a digital comic. The primary difficulty in creating a digital comic is typically the teachers' lack of drawing skills. This obstacle, however, appears to be dissolving as technology advances. The reason for this is that with the help of modern tools, even an English teacher who can't draw well can produce high-quality images for use in a digital comic. The internet provides many useful applications that can assist English teachers in creating high-quality images for use in digital comics.
The app makes it so that English educators don't have to worry about their drawing skills, as they can simply choose from a variety of pictures and edit them as necessary. In order to have the available pictures accurately represent their
ideas, English teachers need to learn how to use the software's menus to alter the pictures.
Advances in technology have had a significant effect on the classroom experience. Learning is most efficient when it is well-organized and managed through careful preparation, execution, assessment, and observation. Technology and information advancements should make learning easier. This occurred because education is fundamentally about dissemination, and the instruments at our disposal can serve as transmitters of data and content that ultimately shape the goals of our lessons.
Rapid progress in computer-based media is currently the cutting edge of educational innovation. When created digitally, comics become a form of learning media that can evolve alongside scientific and technological breakthroughs. A comic is a cartoon that allows the character to act out a story in sequential closeness to the image for the reader's amusement (Sudjana and Ahmad, 2007).
After Finland, Indonesia is the world's second-biggest market for Manga (Japanese Comics), according to NTV Sekai Banzuke (world rank) data reported by Tribunnews.com (2019). Because of comics' widespread appeal, many teachers are exploring its potential as a teaching tool. Comics are already being used in many different contexts, including media community education campaigns and educational information, with the stories and visuals being created with the express purpose of imparting knowledge. Comics are one type of visual media used in the field of education as a means of elucidating concepts and imparting a deeper understanding of subject matter. A student's hopes, joys, and aspirations
can all be uncovered and stoked by reading a comic book, which in turn can inspire them to work harder in class.
Media is essential for fostering learning's efficacy and efficiency. It is difficult for educators to determine the value of instructional media. Professional educators must have a firm grasp on the fundamentals of media literacy. Teachers can save time and effort by incorporating media into their lessons and communicating their lessons' objectives through the use of media. Motivating students to pay attention and get involved in the learning process are two of the many benefits of using instructional media (Rusman, 2012). According to an interpretation of Hamalik's (1986) work by Azhar (2011), the use of learning media can have psychological effects on students by arousing new desires and interests, generating motivation and stimulating learning activities.
The efficiency of the learning process and the transmission of messages and content can be greatly improved through the use of learning media during the stage of learning orientation. Therefore, it is important to select instructional media that is pertinent to the subject matter being taught, as students' interest and engagement in the learning process are indicators of how effectively the information is presented. Students are treated as vessels in the learning process, into which many different types of information and instructional materials can be poured. The material provided by the teacher is not understood by the student, who instead memorizes it. This undermines the implementation of the meaningful learning aspect. Learning to write well is challenging; we're aware of that. It was argued by Rahel (2013) that the ability to write effectively is a valuable one. It's
trickier than it looks, and even for native speakers of a language, it can feel like one of the most difficult skills to master. Media for education should focus not just on imparting information theoretically, but also on providing a more immersive, real-world learning environment for students. Any medium that can show visuals, text, and sound is a good medium for education.
Observations were made to analyze student needs. Interviews were also conducted with class X students. Students experienced difficulties in writing narrative texts. The data shows that 68% of students can write narrative text.
However, they are not able to achieve writing skills that can produce clear, logical, cohesive ideas or write according to spelling, text structure, language features and using the correct language. In writing skills, the Minimum Completeness Criteria (KKM) for students is 78, in which manner it is expected they are be able to improve that writing narrative text (orientation, complication and resolution sufficiently). However the expected the minimum Completeness criteria (KKM) was not achieved by all of students. Therefore to achieve such expectation, teacher should have found appropriate media to improve the students’
narrative writing text. One of the media is digital comic.
Along with technological developments, if you pay attention, most students at this time cannot be separated from smartphones that are connected to the internet. Teens frequently check their phones during recess. They have complete freedom to browse the web for whatever they like, be it an article, picture, or video. In the classroom, using students' personal smartphones would be preferable. As far as I can tell, the vast majority of students enjoy reading
webcomics on Instagram accounts like Tahilalats (@tahilalats), Komikin Ajah (@komikin ajah), Si Juki (@jukihoki), Webtoon (an electronic comic app), and so on. According to data collected on campus.
Based on conditions at the SMK Telkom Pekanbaru, the problem of students' difficulty in learning English must be addressed with the right approach.
At school or at home, students are relied upon to complete their own educational work independently. To address this issue, it is necessary to create new, engaging content that can be accessed quickly and easily. According to the researcher's need analysis, the majority of students prefer to access online graphic media, so digital comics are the medium they intend to develop.
The study's authors draw the inference that students like to partake of the newest technological fads. According to the study's author, digital comics are the next great learning medium. Researcher plans to create a digital comic to use in teaching English to students in the tenth grade at a vocational school; this is based on the information provided above. To that end, it is hoped that by grounding digital comics in information about the institution, its resources, its faculty, and its students, they will prove to be an effective medium for enhancing the educational experience. The school would be the first to implement this media.
B. Identification of the Problem
The problem that may be detected based on the research background is that pupils continue to struggle with writing skills. Students do not know how to
begin writing, they have trouble generating ideas, they lack knowledge of the elements of good writing, they spend a great deal of time considering what they should write, they fail to use correct grammar, and they make grammatical errors when writing about the topic assigned by the teacher. In addition, the teacher's techniques or methods in teaching writing do not vary, resulting in boredom and low motivation of students. The teachers are not maximally utilizing existing technology, not all English teachers have the ability to make teaching media, especially in drawing. Meanwhile, good media is media made by the teacher himself to suit the teaching materials and learning outcomes.
C. Formulation of the Problem
Based on the limitations of the problems raised, the research problems that will be study are:
a. What are the students’ and the vocational school teacher’s needs in developing media for teaching writing skill?
b. How are the digital comic media designed as teaching media in writing skill at the vocational school?
c. How valid are the developed digital comic media in writing skill at the vocational school?
d. How practical are the developed digital comic media in writing skill at the vocational school?
D. Purpose of the Study
The purpose of this study to develop digital comic as media in writing skill at the vocational school. Specifically, this study 1) analyzed students and teacher’s need in writing skill at vocational school; 2) to design the digital comic as media in writing skill at vocational school; 3) examined and explore the validity of digital comic as teaching media in writing skill at vocational school; and 4) examined and explore the practicality of digital comic as teaching media in writing skill at vocational school.
E. Product Specification
This study anticipates the following product specifications:
1. Digital comic with content and resources that align with the course objectives to supplement the textbook.
2. Digital comics are given to students in the form of a link in the FlipHTML5 Android application format in one installation file.
3. Digital comic in writing narrative text and storyline using blank dialog bubbles based on narrative text structure. Single-download digital comic book app for Android devices.
4. A digital comic is "a collection of graphics inside boxes that tell a tale," as the Oxford English Dictionary puts it. In other words, a story and some images are required to create a digital comic. The term "teaching media" refers to any form of media that is created with the express intent of imparting knowledge or instruction.
F. Assumption and Limitation of the Study The study makes several assumptions, including:
1. This digital comic media assumes that it has high potential in supporting the writing learning process which functions to generate motivation and stimulate learning activities.
2. The use of digital comic media developed is complemented by an image section in the teaching and learning process so that students understand more in writing narrative text.
This study has some limitations, including as:
1. The scope of the research is narrowed to the use of a digital comic as a teaching medium for narrative text in the tenth grade. The media only offered three complete stories, all of which were blank comics loaded onto the Android platform using the FlipHTMLL5 App.
2. Two material and media experts conducted the media feasibility study, one language assessment expert and one curriculum development expert.
3. Only one school participated as part of a media trial implementation, that is vocational school grade X involving 33 students.
G. Definition of the Key Terms
1. Digital comic is a series of pictures inside boxes that tell a story in electronic which are distributed and screened digitally (Liu, 2004). Digital comic in this study refers to learning media used by teachers in teaching writing skills.
Students utilize digital comics as a medium to learn how to build narrative
texts, and they often work together on these projects because digital comics are such a useful collaborative tool. It is a great idea to employ a technologically-created digital comic to instruct students in the art of the English short narrative.
2. Writing skill is showing or helping someone to learn how to do something providing with knowledge, causing to know or to understand (Brown, 2000).
Writing skill in this study refers to instruct the learner in the art of writing and facilitate their development as a writer. To teach writing as a process of discovery means to make editing the primary focus of class time and to have the instructor step in after the fact to offer guidance to students. In addition, writing is a mental activity that includes coming up with ideas, organizing those ideas into coherent phrases and paragraphs, and then rewriting those ideas and paragraphs.
3. Depending on the country, a "vocational school" might be either a secondary school or a college that focuses on teaching students the technical and vocational skills they'll need to succeed in a specific field of work (Sanjaya, 2010). Vocational School in this study refers a school in which students learn how to do research that requires writing skills.
18 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theories
1. Teaching English for Vocational School
The goal of the English language instruction in the Merdeka Curriculum is to help students become fluent in both spoken and written English. All children need to have access to quality instruction in the four cornerstones of the English language: listening, speaking, writing, and reading. English instruction in vocational schools typically has three overarching goals: 1) to foster oral and written communication skills necessary for informational literacy; 2) to instill an appreciation for the significance of English in the context of enhancing human resources; and 3) to foster an appreciation for the interconnectedness of language and culture. If we define success in vocational education as students' ability to generate writing that is substantive, organized, and grammatically correct, then we can see that teaching writing serves a function. The ability to critically examine and understand works in their original cultural settings has been developed in our students. Teachers of writing should choose instructional materials and tools that will not only aid them in their own instruction but also best aid their students in developing their writing skills.
With the implementation of the Merdeka Curriculum across the country, EFL educators in Indonesia have been obligated to revise their lesson plans and course structures to align with the curriculum's Phase E.
Teachers need to create a well-organized curriculum plan that guides their decisions about what to teach, how to teach it, and what resources to employ in the classroom. Students benefit from teachers who put careful thought into lesson plans by taking into account their unique backgrounds, learning styles, areas of interest, and personal motivations. A lesson plan, written up by the educator, serves as a road map for the classroom. There is no doubt about the significance of lesson plans in the classroom. According to Richard and Bohlke's (2011) writings, "planning a lesson before teaching is regarded vital"
for delivering a successful lecture. With a well-thought-out plan in place, the instructor stands a better chance of delivering on her course's intended outcomes. A lesson plan helps a teacher better manage her time, energy, and materials so that she may carry out efficient teaching-learning activities and meet her lesson goals.
In accordance with Decree Number 22 of 2016 about Standards for Processing, issued by the Ministry of Education and Culture, teachers are obligated to tailor their lessons to their students' needs and the content they'll be covering. The following lessons are broken down into three distinct sections:
a. The term "pre teaching" encompasses all the work done by a teacher before actually teaching a class, including creating the lesson plan, reviewing relevant experiences, and anticipating potential issues that may arise. Activating schemata, brainstorming, and similar classroom activities are common at this phase. The most crucial elements of
learning will be covered in this phase of instruction. To begin, a teacher's relationship with his or her pupils might be crucial to the success of the course if a strong impression is made (or a good approach is applied) before class begins. Also, setting the tone for success in the subsequent stages is facilitated through pre-teaching. Creating a positive atmosphere amongst students allows teachers to more easily navigate the challenges that lie ahead.
b. During the "while teaching" phase of instruction, teachers typically rely on a previously developed lesson plan (Richards, J. and Rodgers, T., 2001). The lesson plan is usually straightforward to implement throughout the action. But when things go rough, it's more important for teachers to be attuned to their pupils' needs. When students begin to lose interest in a session, the instructor can switch to a more engaging teaching strategy, such as providing more concrete examples or switching to a more narrative approach. To rephrase, a teacher must be able to adapt his or her method of operation quickly and creatively in order to meet the needs of the class. Teachers' traditional position as providers of educational guidance has given way to one of policymaker in this situation. As a result, educators at this level must be as flexible and innovative as possible. Moreover, the educator may also serve as a guide. In order to facilitate, things must be made simple. So, a teacher's job is to encourage students to learn and grow during the course of education.
c. When a course of instruction comes to a close, it opens a door to a new, rewarding, and sometimes difficult adventure, known as "post-teaching."
At this point, instructors typically conduct a lesson review, summarizing key points and making any necessary assessments. Most importantly, this is where educators go to look for guarantees that their classroom efforts will bear fruit. All teachers, regardless of whether they are designing a writing course or a course in which writing will play a role, can benefit from keeping in mind the principles of teaching writing outlined above as they design their lessons.
Moreover, Nunan (2013) argues that the teaching and learning process can be bolstered by adhering to a set of principles that take into account the various phases involved. The principles outlined here are flexible enough to be applied in a wide variety of educational settings:
a. Teacher grasps students' objectives. Discontent with writing classes rises when instructors' aims are at odds with those of their students' schools or workplaces. Having a firm grasp on both is essential, as is the ability to articulate objectives in terms that resonate with students.
b. Teacher gives their class plenty of writing assignments. It's been proven, as Brown and Hood (2002) point out, that with practice, most writers can raise their skill level. Teacher sets a time limit, writes as much as they can about the topic, writes whatever comes to mind, and doesn't care if it's neat or correct; this is a good lesson plan. Therefore, "practice
writing" should not be graded in the classroom. Students will gain confidence in their writing skills when they have frequent opportunities to practice writing as part of the curriculum.
c. Make comments useful and insightful. Both are necessary for student writing, but they are not always used effectively. If a teacher's comments on a student's paper lack substance, the student may not revise their work because they are confused about the teacher's point. Therefore, it is necessary for the instructor to provide feedback on the quality of the paper and make recommendations for enhancement. Yet, even without formal, written comments from the instructor, the final draft is revised and improved. Students can confer with the instructor and receive oral feedback, but they must work in groups to draft, edit, and revise the paper.
2. Teaching Writing at Vocational School
Students are expected to develop and demonstrate their proficiency in a variety of language skills, including the ability to write. In order to write effectively and creatively, it aids in the development of their imagination and critical thinking skills. However, various authorities have divergent views on what constitutes writing. "Writing is a way of sharing personal leanings and writing courses that emphasize the power of the individual to construct his or her own views on a topic," Hyland (1996) writes. More importantly, "writing is a dynamic process that weaves back and forth between thought and words,"
as Woodman and Adler (1985) put it. According to Smith (quoted in Gunn and Terasaki, 1982), "The production of visual symbols designed to produce differential verbal responses in a reader" best captures the essence of what it means to write. It is clear from these definitions that writing is the mental process of giving form to one's ideas and communicating them to another person via the written word. Students' minds and hearts are actively engaged in the writing process. They are free to write whatever they like on their papers, so long as they adhere to the standard writing conventions. Therefore, the ability to put thoughts on paper is often viewed as difficult. However, this does not imply that the students will have a hard time or be unable to complete the task. Like any other skill, learning to write well takes time and effort. Students only need practice to create a good composition. Students who struggle with writing will have difficulty in the future when interacting with others via written transcripts. Because language is used for communicating, learning how to put thoughts to paper is crucial.
Several distinct forms of written text exist. Scholes and Comley identify six primary categories of written texts. Narration, description, argument, analysis, and synthesis are the five modes of writing. Emphasizing Story, A story tells the story of something that occurs over time. The creative writer, in common with those who engage in other forms of narrative writing, invents the events that will be described in the narrative.
Moreover, a narrative essay is similar to a story. According to Woodson (1982), narrative is more than just the way in which a story's
events are laid out on the page; it's also a mental framework for analyzing and processing those events. In narrative writing, said Ruetten (2012), the author uses a specific incident to illustrate a larger point. Timely sequences of occurrences make up the incident. Each sequence of events must serve to strengthen the overarching concept. The author uses descriptive language and specific examples to back up the main argument.
Students can practice organizing their thoughts in a more narrative fashion by writing about events in a story in chronological order as part of a writing assignment known as narrative text. For this reason, the study of narrative texts is crucial. It's not hard to use stories to engage, educate, clarify, and persuade the class. They can also provide insight into the ways in which the world operates, human nature, and the flow of events. Therefore, reading fiction can equip students with the tools they'll need to navigate the world. It is possible to classify a history textbook as a narrative. It recounts historical events so that young people may draw lessons for making the world a better place in the here and now and in the future. The moral of the story can be emphasized by the instructor as a means of instructing students in the proper way to act in class.
3. Teaching Media
In today's world, it's not hard to get your hands on a newspaper or a podcast. Multiple forms and materials are used in the production of media.
It has widespread general usage, and is used for a wide variety of
purposes. The definition of media will be discussed below. The word
"media" comes from the Latin word "medium," the plural form of which means "mediator or conductor," as explained by Djamarah and Zain (2006). Therefore, media is a means of disseminating data, expertise, or message.
The media can function as a form of preface. One definition of media offered by Robert Hanick in Arsyad Azhar (2011) is its role as a conduit between a message's origin and its intended audience. Similarly, Kemp and Dayton in Arsyad Azhar (2011) suggest that the role of media in communication is as a sender (transfer), which transmits the message or information from the sender to the recipient (receiver). As suggested by the definition, the media play a crucial role in the dissemination of knowledge to the general public. As a result, many educators incorporate media into their lessons to help students learn how to effectively communicate what they've learned in the classroom.
a. Kinds of Media
A teacher's ability to think outside the box when it comes to using media in the classroom can have a significant impact on the students' ability to absorb and apply the material being covered. The use of media in education can take many forms. Djamarah and Zain (2006) classify different forms of media as either audio, video, or
both. The term "audiovisual media" is used to describe those forms of media that combine both audio and visual elements.
In addition, Gerhard emphasized the wide range of content found within the media itself, which he then categorized into four broad classes:
Audio/visual contents
Movies with no dialogue; radio newscasts, dramas, and commercials; television commercials, quiz shows, animations, news, comedies, dramas, and soap operas; short stories and novels, music videos, and home videos that have been professionally recorded. expertly filmed accounts of trips, informative features, and persuasive commercials.
Visual contents
Images from calendars, postcards, travel brochures, newspapers, magazines, ink blots, stamps, and X-rays; as well as paintings, sketches, photographs, drawings, stick figures, wordless street signs, silhouettes, and stick figures drawn by children.
Printed contents
Content such as newspaper articles, cartoons, advertising, movie advertisements, astrological columns, sport reports, obituary columns, and advice columns; Restaurant menus, street signs, postcards, currency, cereal boxes, candy wrappers, tourist information brochures and tourist guidebooks, university
catalogs, department store catalogs, telephone books, world, city, and relief maps, calendars, TV guides, greeting cards, business cards, bank checks, and comic books are just some of the many places you can find travel writing. Subtitles for the hearing impaired on teletext.
Realia
Realias include the following, as listed by Gebhard (2009):
dolls, puppets, currency, key rings, scissors, folded paper, toothpaste, toothbrushes, combs, stuffed and toy animals, wall clocks, balloons, walkie-talkies, candles, fly swatters, string, thread, chewing gum, glue, rules, tacks, paper clips, rubber bands, trains, aprons, plastic forks and spoons, dishes, glasses.
Not every option in each category is applicable in the classroom; therefore, teachers need to select one of the appropriate media that can be used in teaching the students by taking into account factors like learning objective, effectiveness, efficiency, function, affordability, and relatedness to the material of learning.
b. Function and Using of Media in Learning
Azhar Arsyad (2011) quotes Hamalik (1986) and claims that the employment of learning media in the learning process can create new desires and interests, develop motivation, and stimulate learning activities, and even bring the psychological effects on pupils. An important step in the success of any learning process and the transmission of any message or
content is the usage of learning media during the learning orientation stage.
In addition, the work of Levied and Lentz (1982) as cited by Azhar Arsyad (2011) recommends four uses for learning media, particularly visual media: (1) Visual media have a key attention role, which is to pique students' interest in the topic at hand by displaying relevant visuals or textual materials. (2) The fact that kids have more fun learning from a text that also has pictures demonstrates the affective role of visual media. The results of this study demonstrate the third cognitive function of visual media, which is to aid in the comprehension and retention of the information or messages depicted in the image. (4) The findings support the compensatory function of learning media, as the visual media that provides the background for understanding the text aids students who are weak in reading in constructing meaning from the text and recalling specific details.
According to Kemp and Dayton in Daryanto (2011), the two most important factors in determining the usefulness or contribution of learning media are A consistent method of submission is available for instructional message submission, Learning has the potential to be more alluring, Using principles from the philosophy of learning, Lessons can be completed in less time, The standard of education can be raised, Time and place are not constraints on the learning process, Enhancing students' enthusiasm for
course material and the learning process In this new paradigm, the instructor plays a more constructive.
c. Assessment of Learning Media
Romi Satria Wahono (2006) outlines a number of criteria that can be used to evaluate the progress made in the field of learning media based on ICT. The aspects are:
1) Software Engineering which is concerned with the creation and implementation of efficient and effective educational medium, Consistent, Durable (can be use and simple in operation), The precision with which a development strategy is applied to the choice of application, program, or tool, Accessibility (content may be used on a variety of devices and operating systems), Instructional media programs that are well-packaged and simple to implement, Instructions for setting up the learning media program are clear, simple, and comprehensive, and there is a well-documented, well- structured, and proactively-written set of steps for fixing any problems that may arise (obviously, describe the workflow program), Reusable (part or all of the program learning media can be reused to generate further learning media) (part or all of the program learning media can be reused to develop other learning media)
2) Clarity of learning objectives is a second important aspect of learning design (formulation, realistic), teacher-made curricula and the degree
